Reply to Criteria to be granted extra time on SAT

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[quote=Anonymous][quote=Anonymous]What school system are you in?[/quote]

I asked this question - I have a DC with ADHD and dysgraphia who has an IEP and had extra time on the SAT and ACT.  My DC also received multi-day testing on the ACT.  FWIW, DC had an IQ in the 99%île but a processing speed in the 70th percentile and a coding sub-score in the 63%ile. Those percentiles, while average or above average, are significantly discrepant from IQ and thus support accommodations.  Processing speed would not be the only criteria though - DC also had scores from the 50th percentile to the single digit percentiles in reading fluency, math fact fluency, certain kinds of verbal learning and memory, sentence writing fluency, reading rate, etc.

“Highly-functioning” is not a reason to turn someone down for a 504, IEP, or SAT/ACT accommodations.  You can be a duck swimming swiftly and serenely in the water but paddling furiously beneath the surface, unseen.  You can also be a high IQ individual who is able to perform “average” or “above average”, which may seem “highly functioning”, but in reality is functioning significantly below the level of your ability, i.e. IQ., because of “disorder” like ADHD and dysgraphia.

If you can answer a few more questions, I could be more helpful

Are you, OP, also the PP who said the neuropsych report recommended extra-time?  We’re you asking for extra time on the SAT/ACT as part of asking for an IEP or 504 plan?  Or were you just asking the school to ask SAT for extra time?  Who did you ask, an IEP or 504 team? His counselor? Just the staffer at school who submits the SAT accommodation request? How exactly were you turned down -

Do you see any similarly discrepancy patterns in your DCs neuropsych?  Look at IQ sub scores vs achievement scores or other memory or fluency testing.

TBH, what your school says is fishy to me - it would be inappropriate for your school to take a criteria from the College Board and apply it to students asking the school system for IEP or 504 plans.  In fact, I don’t believe that the school system even knows what the College Board’s criteria are - the school system is just asked to supply CB with certain documentation (neuropsych, 504 or IEP plan, etc.) and then CB makes the decision.  The school is not supposed to “pre-decide” the CB decision. The school is simply the conduit to make the application.

I hear all the time and have personally experienced this - schools turn down students for plans initially because a student has “good grades” (a version of “too highly functioning).  “Good grades” can be anything from straight As to something like Cs - which the school says are average and this your kid doesn’t need accommodations plan.  This is actually not legal.  “Good grades” are not the sole measure of whether or not a student needs more time or other accommodations.  “Good grades” is not synonymous with no “adverse educational impact” (one prong of the test for determining an IEP).  “Good grades” is also not synonymous with no “significant impact on activities of daily living” (the standard for a 504 accommodation plan). 
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